Clinical Learning Triad in Nursing Education: Qualitative Analysis of Perceptions of Undergraduate Nursing Students

نتاج البحث: المساهمة في مجلةArticleمراجعة النظراء

20 التنزيلات (Pure)


This study explores the student nurses' perception of the clinical learning triad,
its benefits and challenges with regards to their clinical learning. A qualitative
descriptive methodology guided this study. Using semi‐structured interview
focus group discussions were conducted to elicit data from 30 participants. Data
was analyzed manually to identify the key themes. Five themes identified are
Bridging the gap between theory and practice, Skill Acquisition, Interpersonal
Skills and Communication, Clinical Instructor-the Centre for Clinical Learning
Triad, Benefits and Challenges of Clinical Learning Triad. Students verbalized
that the availability of nurses enhanced the learning experience. However,
expressed that at times the busy ward routines hindered them from approaching
the staff nurses for their learning needs. A specialized clinical instructor is
mandatory to channelize objective based clinical learning in nursing education.
They also verbalized support from the clinical environment alleviated anxiety
and progressed their practical learning. Clinical Instructors coordinate the
clinical learning from the beginning of a shift but staff nurses play a major role
in helping students to complete student learning through skill training while the
instructor is busy handling other students. The study concludes that the practical
knowledge of staff nurses combined with the efforts of clinical instructors to
bridge the gaps between the theory and practice supported by the positive clinical
environment equips the nursing students with required skills and knowledge thus
establishing the effectiveness of the Clinical Learning Triad
اللغة الأصليةEnglish
الصفحات (من إلى)735
عدد الصفحات746
دوريةInternational Journal of Research in Education and Science
مستوى الصوت7
رقم الإصدار3
حالة النشرPublished - مايو 15 2021

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